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LESSON  STUDIES 


TO  ACCOMPANY 
CANBY  AND  OPDYCKE'S 


GOOD  ENGLISH 


By  MABEL  F.  BROOKS 


NEW  YORK 

THE  MACMILLAN  COMPANY 

1920 


LESSON  STUDIES 


TO  ACCOMPANY 
CANBY  AND  OPDYCKE'S 


GOOD  ENGLISH 


By  MABEL  F.  BROOKS 


NEW  YORK 

THE  MACMILLAN  COMPANY 

1920 


CLL.*IU 
l°\ 

LESSON  STUDIES  TO  ACCOMPANY 
GOOD  ENGLISH 


INTRODUCTION 

Only  through  the  medium  of  language  does  civilized  man 
make  others  see  as  he  sees  and  act  as  he  wishes  them  to  act. 
The  sooner  the  realization  of  such  power  comes  to  the  pupil, 
the  better.  Rhetoric  in  the  earlier  days  aimed  to  accomplish 
this  by  discipline  plus  instruction;  rhetoric  to-day  makes 
use  of  instruction  plus  stimulation.  The  subject  matter  is 
now  presented  with  such  application  to  life  that  drudgery 
is  lost  sight  of  in  eagerness  to  reach  the  goal.  Welcome, 
then,  to  whatever  means  will  help  to  develop  in  the  mind  of 
the  first  year  high  school  pupil  the  idea  that  through  the 
medium  of  words  mind  acts  on  mind. 

The  practice  sections  in  GOOD  ENGLISH,  by  Canby  and 
Opdycke,  offer  a  laboratory  of  actual  experience,  where 
each  may  experiment  to  his  heart's  content  and  find  the 
exercise  best  suited  to  fix  in  his  mind  the  part  of  the  lesson 
that  he  most  needs.  Teachers  will  find  that  with  .this  text- 
book the  teaching  of  composition  may  be  as  informal,  as 
flexible,  as  vital  as  the  living  speech  itself,  and  yet  never 
lose  sight  of  a  harmonious  development  and  a  definite  goal. 

The  plan  of  the  book,  in  the  table  of  contents,  speaks  for 
itself.  The  authors  have  based  their  work  on  the  real 
needs  of  the  youth  of  early  high  school  age.  A  boy  will 
not  work  at  a  lesson  in  formal  rhetoric  unless  he  is  compelled 
to  apply  himself  to  it.     If  he  can  be  led  to  see  that,  left 

Copyright  1920  by  Tie  Macmillan  Company 


46229; 


2  LESSON  STUDIES 

to  himself,  he  cannot  write  a  letter  which  is  likely  to  persuade 
the  rival  ball  team  to  accept  his  challenge;  that  he  cannot 
persuade  a  controlling  number  of  the  school  to  vote  for  his 
candidate;  that  he  cannot  hold  the  attention  of  the  class 
when  he  tells  of  the  latest  hike  of  the  Scouts;  then  he  may  be 
turned  loose  with  GOOD  ENGLISH  and  directed  in  such 
a  way  that  he  will  soon  gain  the  power  which  he  knows  he 
needs. 

A  good  way  for  a  teacher  to  discover  the  needs  of  her  class, 
and,  to  as  great  an  extent  as  she  likes,  of  the  individual 
members,  is  to  begin  with  a  general  test,  such  as  that  given 
on  page  334.  If  pupils  fail  in  large  numbers  on  question  1, 
then  the  letter  writing  sections  of  the  book  should  be  taught 
carefully.  If  they  find  difficulty  with  question  4,  then  the 
sections  dealing  with  planning  should  be  stressed.  Con- 
versely, if  pupils  answer  other  questions  well,  it  will  show 
that  there  is  little  need  of  time  spent  on  the  parts  of  the  book 
thus  covered. 

It  might  be  well  to  keep  the  class  divided  in  two  groups, 
one  of  which  could  be  given  more  exercise  in  the  work 
covered.  This  would  give  the  slower  group  time  to  concen- 
trate on  fewer  things  and  furnish  the  more  advanced  pupils 
with  material  suited  to  their  powers.  The  personnel  of  the 
two  groups  should  be  changed  from  time  to  time,  as  occasion 
requires.  With  each  lesson  there  is  abundant  material  for 
advanced  work. 

Much  can  be  gained  by  the  occasional  use  of  the  pupil 
leader  and  of  pupil  committees  for  criticism.  The  sooner  in 
the  course  the  individual  youngster  can  be  led  to  wish  to 
make  his  speech  interesting,  clear,  and  convincing,  the 
greater  the  benefit  will  be  derived  from  the  book,  from  home 
work,  and  from  the  class  recitations.  But  if  he  does  not 
have  a  definite  wish  to  make  use  of  what  he  learns,  not  all 


LESSON  STUDIES  2 

the  books  in  the  world  will  make  a  bit  of  difference  with 
his  speech,  either  written  or  oral.  A  good  textbook  in  the 
hands  of  an  enthusiastic  teacher  will  help  to  unlock  fettered 
tongues  and  set  thought  free  to  make  the  world  a  happier 
place  in  which  to  live. 

M.  F.  B. 


LESSON  STUDIES 


Class  Exercise  1 

Assignment:  Pages  8-15. 

Purpose:  To  give  interest  to  friendly  letters. 

Questions:  Which  of  your  friends  writes  the  most  in- 
teresting letters?  What  makes  these  interesting?  Could 
you  be  interested  in  a  letter  written  by  a  person  whom  you 
do  not  know?  Which  of  the  letters  printed  in  this  assign- 
ment do  you  like  best?  When  you  were  very  young,  did 
you  ever  receive  letters  from  a  person  much  older  than  you? 
Will  you  tell  the  class  about  them? 

Exercises:  Prepare  to  discuss  orally  exercises  1  and  5 
on  page  15.  Read  carefully  the  letter  beginning  on  page  11. 
Write  a  letter  to  a  friend  in  some  other  school,  telling  about 
this  letter  of  Stevenson's.  Tell  what  you  have  learned  about 
the  author  and  about  Tomarcher,  what  the  author  did  to 
make  the  letter  interest  the  child,  whether  you  like  the  letter, 
and  whether  you  think  your  teacher  likes  it.  Try  to  give 
reasons  for  the  last  two  statements. 

Result:  A  friendly  letter  that  interests  the  reader  by  first 
interesting  the  writer. 

Class  Exercise  2 

Assignment:  Pages  15-21. 

Purpose:  To  impress  the  importance  of  heading,  correct 
address,  and  courteous  form  in  friendly  letters. 

Questions:  Have  you  ever  been  annoyed  when  you 
received  a  friendly  letter  that  lacked  any  of  the  parts  il- 
lustrated on  page  20?  Have  you  ever  been  annoyed  by 
poor  writing,  spelling,  or  sentence  structure  in  a  friendly 
letter?  How  would  you  attempt  to  correct  these  faults  in 
your  correspondent's  letter?    Why   did  Big  Sister  smile 


LESSON  STUDIES  5 

when  Small  Brother  ended  his  letter  to  her,  "Yours  truly, 
Philip"? 

Exercises:  Page  21,  exercises  1-8.  Oral  discussion  in 
charge  of  a  member  of  the  class.  Use  blackboards.  Make 
a  list  of  quotable  salutations  and  endings  that  you  have  seen 
in  friendly  letters.  What  difference  in  meaning  do  you  find 
between  "Dear  Clara"  and  "My  dear  Clara"?  Submit  for 
class  inspection  any  good  specimens  of  friendly  letters. 
Submit  in  writing  a  letter  based  on  any  exercise  from  10  to 
18. 

Result:  The  correct  letter  picture.  Subject  in  a  letter 
interesting  to  the  reader. 

Class  Exercise  3 

Assignme  .  :  Pages  21-26. 

Purpose:  Familiarity  with  a  variety  of  correct  ways  of 
punctuating  and  placing  the  parts  of  a  letter. 

Questions:  How  may  failure  to  punctuate  and  place  letter 
parts  correctly  mar  the  purpose  of  a  letter?  What  commas 
and  periods  may  be  used  or  omitted  as  you  choose?  What 
commas  and  what  periods  must  never  be  omitted?  In 
what  ways  should  you  be  consistent  in  the  arrangement  of 
letter  parts? 

Exercises:  Discuss  orally  the  questions  given  above. 
Visit  the  waste  basket  at  home  and  rescue  from  it  any 
specimens  of  commercial  letter  writing  that  you  may  find. 
Study  these  to  see  how  they  conform  with  the  best  usage  as 
illustrated  in  this  book.  From  this  time  save  all  such 
letters  for  future  study.  You  will  find  them  very  interesting 
in  connection  with  other  lessons.  Submit  in  writing  the 
letter  called  for  in  exercise  9. 

Result:  Ability  to  use  at  least  one  letter  form  correctly 
and  consistently. 


6  LESSON  STUDIES 

Class  Exercise  4 

Assignment:  Pages  26-28. 

Purpose:  To  make  friendly  letters  interesting. 

Questions:  Some  persons  say  they  cannot  write  letters. 
Could  they  if  they  wished  to?  You  have  a  friend  whose 
conversation  is  interesting,  but  whose  letters  give  you  no 
satisfaction  beyond  the  knowledge  that  he  is  alive  and 
thinking  of  you.  Tell  him  how  to  interest  you.  Why 
should  you  exercise  great  care  in  writing  a  joke  or  a  bit  of 
gentle  irony  that  would  be  perfectly  acceptable  in  spoken 
conversation?  Why  are  sarcasm,  a  display  of  temper,  and 
a  discussion  of  your  own  troubles  even  worse  in  a  letter 
than  in  spoken  conversation? 

Exercises:  Let  a  pupil  leader  take  charge  of  the  class. 
Discuss  the  questions  given  above.  Submit  in  writing  the 
letter  called  for  in  question  4.  Read  it  aloud  and  discuss  it 
in  class.  Ask  your  teacher  to  read  to  you  some  of  the  letters 
of  Lewis  Carroll,  Phillips  Brooks,  and  other  letters  of  Robert 
Louis  Stevenson  to  boys  and  girls. 

Result:  A  friendly  letter  that  leaves  the  reader  interested, 
satisfied,  and  eager  for  another. 

Class  Exercise  5 

Assignment:  Pages  28-32. 

Purpose:  To  learn  how  to  prepare  an  envelope  correctly. 

Questions:  What  part  of  the  letter  appears  the  second 
time?  What  are  the  essentials  in  the  preparation  of  the 
envelope?  In  what  way  can  *  the  envelope  be  called  an 
advertisement  of  the  writer?  Should  you  like  to  have  your 
character  judged  by  the  envelopes  that  you  address?  Dis- 
cuss the  business  necessity  of  accuracy  and  legibility  here 


LESSON  STUDIES  7 

What  tragedy  or  what  disaster  might  result  from  the  faulty 
preparation  of  an  envelope? 

Exercises:  Submit  in  writing  answers  to  the  last  two 
questions  given  above.  Submit  samples  of  envelopes  pre- 
pared in  various  forms.  If  possible  bring  used  envelopes 
with  peculiar  forms,  some,  perhaps,  that  came  from  Russia. 
It  would  be  interesting  if  you  could  bring  one  that  had  been 
forwarded  once  or  twice,  and  one  that  had  been  returned  to 
the  sender. 

Result:  An  envelope  addressed,  sealed,  and  stamped  legi- 
bly, accurately,  and  neatly. 

Class  Exercise  6 

Assignment:  Pages  32-43. 

Purpose:  To  tell  an  interesting  story  in  the  third  person. 

Questions:  Have  you  ever  heard  any  one  try  to  tell  a 
story,  who  put  in  frequently,  "er-er,"  "and-a,"  "so,"  and 
"so-er?"  How  did  you  like  it?  Do  you  ever  do  the  same 
thing?  Why?  Have  you  heard  a  story  spoiled  because  the 
point  was  not  well  made?  What  effect  may  the  use  of  dialect 
have  on  the  interest  of  a  story? 

Exercises:  Read  the  story  carefully.  Observe  the  plan 
indicated:  1.  Lena's  letter.  2.  Lena's  dream.  3.  Hondo 
Bill's  reproof.  Prepare  to  tell  the  story  to  the  class,  making 
use  of  dialect  and  of  both  first  and  second  person,  when  they 
add  to  the  interest.  When  three  pupils  have  told  the  story, 
each  in  his  own  way,  let  a  pupil  committee  decide  which 
told  his  story  the  best.  Be  sure  that  the  committee  give 
ample  reasons  for  their  choice.  Tell  the  story  as  Lena  told 
it  in  after  years  to  her  children. 

Result:  Story  telling  without  hesitation. 


8  LESSON'  STUDIES 

Class  Exercise  7 

Assignment:  Pages  43^54. 

Purpose:  To  tell  a  story  in  an  interesting  manner. 

Questions:  What  did  you  learn  in  the  last  recitation  about 
telling  a  story  so  that  your  hearers  are  interested?  What 
faults  are  you  learning  to  avoid?  In  which  character  are 
you  more  interested,  Buddy  or  Waffles?  Why?  What 
does  the  author  say  that  makes  you  smile?  How  did  you 
feel  when  Waffles  dropped  "dead"? 

Exercises:  After  you  have  read  the  story  carefully,  make 
a  short  plan  like  the  one  used  for  "The  Chaparral  Prince." 
Prepare  to  tell  the  story  to  the  class,  so  that  a  visitor  would 
appreciate  Buddy's  feeling  of  awe  at  meeting  the  clown,  and 
so  that  he  would  really  believe  Waffles  was  shot.  Submit 
a  letter  that  you  have  written  to  the  author,  telling  him 
why  you  like  the  story.  Be  prepared  to  comment  on  the 
recitations  given. 

Result:  Story  telling  that  holds  interest. 

Class  Exercise  8 

Assignment:  Pages  57-64. 

Purpose:  To  tell,  without  hesitation  and  with  interest, 
a  story  in  the  first  person. 

Questions:  Does  it  make  the  story  teller  seem  con- 
ceited if  he  tells  the  story  in  the  first  person?  If  it  ever  does, 
how  could  it  be  avoided?  What  stories  have  you  read  that 
profess  to  be  told  by  one  of  the  characters  of  the  story?  Is 
the  narrator  generally  the  chief  person,  or  one  of  the  minor 
characters?    Which  is  more  fitting?    Why? 

Exercises:  Using  the  plan  given  on  page  57,  prepare  to 
tell  this  story  in  your  own  words  to  your  classmates.  Write 
the  letter  that  Mr.  Wynne  might  have  written  to  David 


LESSON  STUDIES  9 

Dove  if  he  had  not  called  at  David's  school.     Make  a  list 
of  unusual  words  that  are  used  in  this  story.     Be  sure  you 
know  what  they  mean,  and  then  use  them  as  you  impersonate 
Hugh. 
Result:  Smoothness  in  story  telling. 

Class  Exercise  9 

Assignment:  Pages  64-69. 

Purpose:  To  tell  a  story  well,  using  the  first  person. 

Questions:  Why  does  the  author  use  so  much  direct 
quotation?  Is  it  easier  or  harder  to  do  this  well  in  the  first 
person  than  in  the  third?  Does  it  make  the  story  more  or 
less  interesting?  Why  does  the  author  put  in  a  number  of 
unfamiliar  words?    Shall  you  use  them  in  retelling? 

Exercises:  Let  a  pupil  take  charge  of  the  class.    Group 

I  may  prepare  to  tell  the  story  in  the  first  person,  and  Group 

II  may  prepare  to  tell  it  in  the  third  person.  The  class  may 
discuss  the  question  as  to  which  is  the  better  form  for  this 
story.  Reproduce  the  letter  that  Jack  might  write  to 
another  boy  about  the  Day  of  Judgment  at  Aunt  John's. 

Result:  Smoothness  in  story  telling. 
Note:  Similar  programs  may  be  planned  for  presenting  the 
other  stories  of  Lessons  Six  and  Seven. 

Class  Exercise  10 

Assignment:  Pages  69-74. 

Purpose:  To  make  a  clear  plan  for  a  story. 

Questions:  What  name  is  applied  to  the  plan  by  which 
one  makes  a  dress?  a  cake?  a  story?  What  might  happen 
in  each  case  without  a  plan  made  beforehand?  What  is 
meant  by  chronological  order?  How  does  the  order  of  things 
in  "The  Chaparral  Prince"  differ  from  the  chronological 


10  LESSON  STUDIES 

order?  Why  is  this  done?  Is  this  order  disregarded  in  any 
of  the  stories  that  you  read  in  school? 

Exercises:  Let  each  member  of  the  class  select  a  topic 
from  exercises  8,  9,  or  10.  Submit  in  writing  the  work 
called  for.  At  the  beginning  of  the  recitation  exchange 
papers,  discuss  them,  and  decide  upon  the  best  five.  Have 
these  rewritten,  bound  in  a  booklet,  and  kept  in  the  class 
files.  Perhaps  it  would  be  well  to  let  the  best  penmen  in 
the  class  do  the  copying,  whether  they  composed  the  papers 
or  not.  If  the  class  is  sufficiently  skilled  in  typewriting,  one 
copy  might  be  typed  and  presented  to  the  head  of  the 
English  department. 

Result:  A  clear  plan  for  a  well  told  story. 

Class  Exercise  11 

Assignment:  Pages  74-83. 

Purpose:  To  appreciate  a  story  told  in  verse. 

Questions:  Do  very  small  children  like  stories  in  verse? 
Do  first  year  high  school  pupils  like  stories  told  in  verse? 
Can  you  explain  either  of  your  answers?  Should  you  like 
"The  Rime  of  the  Ancient  Mariner' '  more  or  less  if  it  were 
told  in  prose?  Would  "The  Lady  of  the  Lake"  be  more 
or  less  interesting  in  prose? 

Exercises:  Let  the  best  readers  of  the  class  be  appointed 
to  read  aloud  the  poems  in  this  lesson.  After  the  reading 
of  each  poem,  let  some  one  retell  the  story  in  the  best  prose. 
A  committee  of  judges  may  decide  in  each  case  which  is 
better  and  give  reasons  for  their  decisions.  Let  some  one 
find  and  read  the  ballad  of  Sir  Patrick  Spens. 

Result:  The  realization  that  some  stories  gain  from  being 
told  in  verse.     Introduction  to  the  ballad  form. 


LESSON  STUDIES  11 

Class  Exercise  12 

Assignment:  Pages  83-87. 

Purpose:  To  appreciate  a  story  told  in  verse  and  in  the 
first  person. 

Questions:  In  which  of  the  poems  in  Lessons  Nine  and 
Ten  are  the  most  unusual  events  set  forth?  Which  of  the 
events  seem  impossible?  In  what  way  does  this  affect 
your  interest  in  the  story?  Which  poem  has  the  most 
interesting  character?    Which  story  is  the  most  pathetic? 

Exercises:  Prepare  a  letter  to  a  friend,  in  which  you 
tell  the  story  of  "Bird  Thoughts."  After  several  pupils 
have  read  their  letters  aloud,  the  class  should  try  to  decide 
whether  first  or  second  person  is  better  for  this  story.  "The 
Yarn  of  the  Nancy  Bell"  may  be  treated  in  the  same  way. 

Result:  Appreciation  of  a  story  told  in  verse  and  in  the 
first  person. 

Note:  The  teacher  might  well  read  aloud  "The  Old  Man 
and  Jim,"  following  it  with  one  or  two  other  first  person 
poems  by  the  same  author. 

Class  Exercise  13 

Assignment:  Pages  87-90. 

Purpose:  To  learn  how  to  make  a  story  interesting. 

Questions:  What  kind  of  events  make  good  subject 
matter  for  stories?  What  is  meant  by  the  "hero"  or  the 
"heroine"  of  a  story?  Is  the  meaning  of  the  word  "hero"  the 
same  in  the  Iliad  and  the  Odyssey  as  it  is  here?  Could  a  man 
like  Philip  Nolan,  then,  be  called  the  hero  of  "A  Man  without 
a  Country?"  Why  is  a  character  sometimes  made  of  more 
importance  than  the  avents  of  the  story?  What  is  meant 
by  the  background  or  setting? 


12  LESSON  STUDIES 

Exercises:  Name  three  books  that  you  have  read,  in  which 
the  main  interest  centers  in  events — in  character — in  setting. 
Let  each  member  of  the  class  be  prepared  to  relate  some  story 
from  the  writings  of  Kipling,  Ernest  Seton-Thompson,  or 
Jack  London,  in  which  an  animal  or  even  an  inanimate  thing, 
such  as  a  locomotive  or  a  steamship,  is  made  the  hero.  What 
makes  these  stories  interesting?  The  members  of  the  class 
who  do  not  tell  their  stories  may  act  as  critics  for  those  who 
do. 

Result:  Realization  that  interest  in  a  story  may  be  derived 
from  setting  and  character  as  well  as  from  events. 

Class  Exercise  14 

Assignment:  Pages  90-95. 

Purpose:  To  gain  knowledge  of  words  and  precision  in 
their  use. 

Questions:  What  are  some  of  the  first  requirements  of 
good  letter  writing?  What  will  they  amount  to  without 
the  correct  use  of  words?  What  is  meant  by  each  of  the 
following  terms  as  applied  to  words:  Standard,  technical, 
coined,  obsolete,  archaic,  provincial,  dialectic,  foreign?  What 
is  a  synonym?  an  antonym?  a  homonym?  What  is 
slang?    What  place  has  it,  if  any,  in  our  language? 

Exercises:  Study  exercises  2,  5, 6,  and  7  in  connection  with 
the  definitions  called  for  in  the  questions  above.  Let 
Group  I  submit  the  work  called  for  in  the  first  half  of  exer- 
cise 3,  and  Group  II  the  work  indicated  in  the  second  half 
of  the  exercise.  Let  a  pupil  take  charge  of  the  recitation, 
and  let  much  of  the  work  be  done  on  the  board. 

Result:  Further  knowledge  of  the.  meanings  of  common 
words. 


LESSON  STUDIES  13 

Class  Exercise  15 

Assignment:  Pages  95-97. 

Purpose:  To  learn  how  to  find  words  in  the  dictionary 
and  how  to  divide  and  accent  them. 

Questions:  In  what  ways  will  a  good  dictionary  help 
you?  What  is  your  estimate  of  the  number  of  words  in 
your  vocabulary?  Do  you  carry  a  pocket  dictionary? 
What  is  the  advantage  of  doing  this?  When  you  have 
looked  up  a  word,  what  is  the  next  thing  to  do? 

Exercises:  Explain  all  the  symbols  used  in  indicating  the 
division  and  accent  of  ' 'insignificant.' '  Learn  the  unfamiliar 
abbreviations  given  on  page  97.  Indicate  the  correct  syl- 
lable division  and  accent  of  the  words  in  exercise  3,  page  101. 
This  may  be  divided  between  Groups  I  and  II.  Each 
group  should  follow  closely  the  other's  recitation.  The 
work  should  be  put  on  the  board  for  the  benefit  of  the  class. 

Result:  Ability  to  find,  separate,  and  accent  any  word  in 
the  dictionary. 

Class  Exercise  16 

Assignment:  Pages  97-99. 

Purpose:  To  learn  how  to  pronounce  words  as  they  appear 
in  the  dictionary. 

Questions:  What  are  some  of  the  principal  "means  of 
identification"  used  in  showing  the  pronunciation  of  words? 
What  are  the  names  of  some  of  the  best  known  dictionaries? 
How  many  times  do  you  have  to  turn  pages  to  find  a  word? 
What  are  guide  words?  Where  are  they  found,  and  what  do 
they  indicate?  What  is  the  key  line?  Where  is  it,  and  how 
is  it  used? 

Exercises:  Study  the  signs  indicating  the  pronunciation 
of  letters  as  found  in  your  dictionary.     Select  from  the  list 


14  LESSON  STUDIES 

of  words  that  you  know,  but  seldom  use,  ten  that  trouble 
you  by  their  pronunciation.  Write  them  and  indicate  their 
pronunciation  by  means  of  signs.  Comparison  of  these  lists 
written  on  the  board  will  be  helpful.  A  pupil  chairman 
might  call  for  and  check  the  work.  Spell  orally  the  words 
in  exercise  3,  page  101,  making  a  pause  between  syllables. 

Result:  Ease  in  acquiring  the  correct  pronunciation  of  a 
new  word. 

Class  Exercise  17 

Assignment:  Pages  99-101. 

Purpose:  To  clear  up  some  of  the  difficulties  concerning 
the  compounding  of  words. 

Questions:  What  are  you  going  to  do  about  using  the 
hyphen,  if  the  dictionaries  do  not  agree?  What  will  deter- 
mine your  usage?  "Any"  and  "every,"  compounded  with 
"one,"  are  written  how?  How  are  they  compounded  with 
"body"  and  "thing"?  What  is  the  better  usage  in  regard 
to  "tonight,"  "today,"  "tomorrow"? 

Exercises:  Consult  the  rules  that  you  find  on  page  351  in 
regard  to  the  hyphen.  Consult  the  best  newspaper  and  the 
best  magazine  you  can  find  for  some  of  the  common  words 
concerning  which  you  may  be  in  doubt.  With  the  list  at  the 
top  of  page  101  divided  among  the  class,  let  the  entire  list 
be  written  on  the  board  and  corrected  or  verified  in  regard  to 
the  method  of  compounding.     Plan  a  lesson  for  page  102. 

Result:  Familiarity  with  the  use  of  the  hyphen. 

Class  Exercise  18 

Assignment:  Pages  103-108. 

Purpose:  To  gain  an  interesting  manner  of  speaking. 
Questions:  How  may  a- story  that  is  well  planned  and  well 
worded  still  be  spoiled?    How  may  his  speech  betray  a 


LESSON  STUDIES  15 

person  who  lacks  refinement?  What  can  those  who  hear 
you  speak  tell  about  your  home  influences?  How  early  in 
life  are  the  principal  speech  habits  formed?  Who  must 
always  be  your  best  teacher  if  you  would  learn  to  speak  well? 
Are  long  words  and  good  words  always  the  same? 

Exercises:  Select  from  exercises  1-12  the  difficulties  that 
are  frequently  met  by  members  of  your  class.  Divide  these 
between  the  two  groups  of  the  class,  letting  each  group  con- 
duct the  recitation  for  half  the  period.  While  one  group 
recites,  the  other  always  acts  as  critic.  Organize  a  "secret 
service"  squad,  whose  identity  shall  be  kept  secret  and  whose 
duty  shall  be  to  report  all  attempts  to  do  injury  to  the 
"King's  English."  Many  offenders  may  be  apprehended 
during  the  lunch  period.  Names  of  offenders  are  not 
reported  to  the  teacher,  only  the  nature  of  the  offences. 

Result:  A  strong  wish  to  improve  one's  speech. 

Class  Exercise  19 

Assignment:  Pages  108-111. 

Purpose:  To  learn  how  to  use  a  word,  the  meaning  of 
which  has  already  been  mastered. 

Questions:  What  comparison  can  you  make  between  the 
tools  of  a  machinist  and  the  words  of  a  writer?  Between 
a  painter's  colors  and  a  writer's  words?  What  effect  has  the 
frequent  use  of  slang  on  the  growth  of  a  person's  vocabulary? 
What  does  a  boy  mean  when  he  says  he  had  "some"  time 
last  night?  What  does  a  girl  mean  by  saying  that  her  new 
dress  is  a  "dandy"? 

Exercises:  You  will  find  that  the  first  exercise  on  page  110 
may  be  very  interesting.  It  should  be  assigned  soon  enough 
to  allow  you  to  make  observations.  Keep  your  discoveries 
to  yourself  until  you  reach  the  classroom,  then  compare  your 


16  LESSON  STUDIES 

report  with  that  of  your  neighbors.     If  possible,  extend  the 
study  to  other  birds,  for  the  sake  of  comparison. 
Result:  An  appreciation  of  the  correct  meanings  of  words. 

Class  Exercise  20 

Assignment:  Chapter  II  in  review. 

Purpose:  To  fix  in  mind  a  few  essentials  in  regard  to 
creating  interest  through  letter  writing,  story  telling,  and 
the  correct  use  of  words. 

Questions:  What  outline  will  you  make  for  the  work  of 
the  chapter?  Let  "A"  represent  Letters,  and  include 
Lessons  One  to  Five;  "B,"  Stories,  and  include  Lessons 
Six  to  Eleven;  "C,"  Words,  and  include  Lessons  Twelve 
to  Fifteen.  What  three  topics  will  you  make  under  "A"? 
what  four  under  "B"?    what  four  under  "C"? 

Exercises :  Submit  the  plan  indicated  above.  Let  Group 
I  prepare  "A"  and  "B,"  Group  II,  "B"  and  "C."  Each 
group  will  prepare  a  program  for  about  one-half  of  the  rec- 
itation period,  arranging  the  details  beforehand.  Each 
pupil  chairman  should  close  his  program  with  a  concise 
statement  of  the  result  of  the  study  of  the  topics  under  con- 
sideration. The  teacher  may  use  a  little  of  the  time  fcr 
helpful  comparison  and  criticism. 

Result:  The  mastery  of  a  little  more  of  the  mother  tongue. 

Class  Exercise  21 

Assignment:  Pages  131-134. 

Purpose:  To  fix  in  the  mind  correct  forms  of  address  and 
salutation. 

Questions:  What  difficulties  or  even  tragedies  might  result 
from  an  envelope  that  was  not  addressed  clearly?  This 
question  has  been  asked  before,  but  it  is  of  vital  importance. 


LESSON  STUDIES  17 

What  difficulties  have  you  or  your  friends  ever  had  through 
lack  of  clearness  in  addressing  an  envelope?  What  interest- 
ing stories  in.  regard  to  this  can  you  get  from  some  friend  in 
the  postal  service? 

Exercises:  Review  Lesson  V,  Submit  to  the  class  several 
difficult  addresses,  gathered  from  newspapers,  or  from  the 
telephone  book.  A  poll  tax  list  will  yield  interesting 
material.  These  addresses  may  be  collected,  dictated  to  the 
class,  and  corrected  from  the  board.  Submit  the  letter  called 
for  in  exercise  5.     Group  II  may  submit  the  reply  as  well. 

Result:  Accuracv  in  the  use  of  address  and  salutation  in 
business  letters. 

Class  Exercise  22 

Assignment:  Pages  134-137. 

Purpose:  To  make  formal  notes  and  invitations  clear. 

Questions:  Did  you  ever  go  to  a  party  at  the  wrong  time 
because  the  invitation  was  not  clear?  Can  you  imagine  an 
embarrassing  situation  that  might  result  from  lack  of  clear- 
ness in  an  invitation?  What  facts  should  be  included  in  a 
note  of  invitation?  Which  of  these  should  be  repeated  in 
the  reply?  Why?  What  details  are  essential  in  a  note  of 
absence? 

Exercises:  Criticise  and  correct  in  all  details  this  note: 
"Dear  Teacher  Please  excuse  me  for  being  absent  yesterday 
I  had  to  go  shopping  with  my  mother  to  get  my  graduation 
dress.  Yours  truly,  Mr.  Jacob  Levinson."  A  pupil  may 
impersonate  the  teacher  who  receives  this  note.  He  will 
decide  whether  the  excuse  is  acceptable.  Submit  a  note  of 
invitation  to  a  party  and  with  it  a  note  of  acceptance  and  a 
note  of  regret. 

Result:  The  required  clearness  in  notes  of  excuse  and  of 
invitation. 


18  LESSON  STUDIES 


Class  Exercise  23 


Assignment:  Pages  175-179. 

Purpose:  To  make  an  explanation  clear  through  the  use 
of  a  plan. 

Questions:  At  what  age  do  some  children  begin  to  try  to 
explain  things?  Do  you  know  of  any  child  whose  first 
words  were  used  to  explain?  What  is  the  real  test  of  your 
power  to  make  things  clear?  Before  you  can  mate  things 
clear  for  others,  what  must  you  do  for  yourself?  What  must 
you  know  about  your  reader  or  hearer?  How  will  your 
knowledge  of  him  affect  your  explanation? 

Exercises:  Explain  the  necessity  of  using  a  plan  when 
you  are  trying  to  make  a  thought  clear.  Illustrate  the  fre- 
quent need  of  definition  in  explaining  a  subject.  Using  the 
general  plan  provided  on  page  177,  make  a  plan  for  a  com- 
position on  any  topic  in  exercises  2,  7,  or  8.  Several  of 
these  might  be  put  on  the  board  and  studied  by  the  entire 
class. 

Result:  A  plan  that  will  make  it  easy  to  write  a  clear 
explanation. 

Class  Exercise  24 

Assignment:  Pages  184-188. 

Purpose:  To  understand  the  use  of  the  sentence  group 
called  a  paragraph. 

Questions:  How  does  the  combination  of  sentences  in  a 
paragraph,  just  by  its  form,  help  in  producing  clearness? 
What  principle  governs  the  grouping?  In  speaking,  how 
do  you  indicate  the  paragraph  structure?  What  is  meant  by 
a  key  sentence?  Where  may  the  key  sentence  be  placed? 
Where  is  it  usually  placed?  What  governs  the  length  of  the 
paragraph? 


LESSON  STUDIES  19 

Exercises:  Prepare  a  plan  for  a  composition  based  on  the 
first  introductory  paragraph  of  exercise  4.  Write  a  similar 
introductory  paragraph  on  any  topic  selected  from  the  list 
in  exercise  1  or  7.  Prepare  a  plan  for  the  composition  for 
which  the  first  paragraph  assigned  in  exercise  5  is  the  con- 
clusion. Study  the  second  exercise  in  6.  What  topic  was 
discussed  before  this  paragraph,  and  what  is  to  be  discussed 
in  the  next  one  following? 

Result:  Knowledge  in  regard  to  handling  the  paragraph 
so  as  to  gain  clearness. 

Class  Exercise  25 

Assignment:  Pages  166-169,  186. 

Purpose:  To  test  paragraphs  for  unity  and  to  observe 
them  for  length. 

Questions:  In  the  extract  beginning  on  page  166,  what 
relation  has  the  first  sentence  in  each  paragraph  to  the  rest 
of  the  paragraph?  Why  are  these  so  much  alike?  Do  you 
like  this  repetition?  How  many  other  extracts  with  para- 
graphs beginning  in  a  similar  way  can  you  find  in  this  book? 

Exercises:  Make  a  list  of  key  sentences  from  the  extract 
on  page  166.  Omitting  repeated  words,  make  these  sentences 
into  a  smooth  paragraph.  If  necessary,  compose  a  good 
master  key  sentence  for  this  paragraph.  With  this  new 
paragraph  as  a  basis,  prepare  an  outline  from  which  to 
reproduce  the  explanation  of  the  qualifications  of  a  Scout. 

Result:  Familiarity  with  the  use  of  the  paragraph. 

Class  Exercise  26 

Assignment:  Pages  201-20C 

Purpose:  To  learn  how  to  get  clearness  in  description 
through  the  use  of  a  plan. 


20  LESSON  STUDIES 

Questions:  What  is  meant  by  point  of  view  in  descrip- 
tions? Is  it  physical  or  mental?  What  happens  if  you 
change  the  point  of  view  without  mentioning  it?  Why  is 
it  often  well  to  mention  the  general  impression  before  the 
particular  details?  When  is  it  well  to  let  the  impression 
made  on  the  writer  form  the  conclusion?  How  is  a  word 
picture  like  and  how  unlike  a  photograph? 

Exercises:  Group  I  may  submit  a  plan  for  a  short  com- 
position on  any  one  of  the  topics  in  exercise  2.  Indicate 
the  point  of  view,  general  appearance,  particular  details,  and 
impression  on  the  writer.  Then  write  the  composition,  ap- 
pealing, if  possible,  to  the  senses  of  hearing,  smell,  and 
taste  to  produce  the  desired  effect.  Group  II  may  do  the 
same  with  any  topic  in  exercise  8. 

Result:  Ability  to  prepare  a  plan  that  will  result  in  a  clear 
description. 

Note:  Recitations  23,  24,  and  26  may  be  used  as  a  basis  for 
planning  Lesson  Thirty  Eight. 

Class  Exercise  27 

Assignment:  Pages  215-217. 

Purpose:  To  appreciate  something  of  the  value  of  words 
in  making  thought  clear. 

Questions:  How  many  times  have  you  said  aloud  or  to 
yourself,  "I  know  what  I  mean,  but  I  don't  know  how  to 
say  it"?  Do  you  ever  use  a  long  word  when  a  short  one 
would  make  the  thought  clearer?  Do  you  ever  feel  the 
need  of  a  long  word  to  give  a  more  exact  expression  to  your 
thought?  Does  one  adjective  have  to  do  all  the  work  in 
describing  something  that  pleases  you? 

Exercises:  Select  one  group  from  exercise  3.  Define 
each  word  and  show  the  value  of  an  exact  and  precise  choice 
of  words.  When  are  general  words  useful?  When  are  special 


LESSON  STUDIES  21 

words  better?  Study  the  relationship  of  structure,  building, 
house,  dwelling,  cottage.  Prepare  exercises  1  and  2,  selecting 
the  words  from  the  extract  beginning  on  page  169. 

Result:  A  realization  of  the  power  of  exactly  the  right 
word. 

Class  Exercise  28 

Assignment:  Pages  217-219. 

Purpose:  To  learn  how  to  make  thought  clear  by  means  of 
well  chosen  words. 

Questions:  When  a  girl  says  she  had  "an  awfully  good 
time/'  what  does  she  mean?  What  equally  misleading 
words  would  a  boy  use?  What  do  the  expressions  in  exercise 
10  mean?  Why  should  you  have  to  use  different,  words  to 
tell  the  story  of  a  ball  game  to  your  mother  from  those  you 
would  use  to  tell  the  same  story  to  your  older  brother? 

Exercises :  Using  each  word  in  exercise  5  as  a  basis,  make 
for  each  as  long  a  list  of  special  words  as  possible.  It  will  be 
interesting,  also,  to  see  how  long  a  list  you  can  make  from 
each  word  in  exercise  6.  Study  carefully  the  poem  in 
exercise  12.  You  will  find  the  verbs  and  the  adjectives  very 
interesting.  Explain  how  each  helps  to  make  the  thought 
clear. 

Result:  A  feeling  for  the  value  of  the  exact  word,  and  a 
little  more  willingness  to  hunt  for  it. 

Class  Exercise  29 

Assignment:  Chapter  III  in  review. 

Purpose:  To  fix  in  mind  a  few  essentials  in  regard  to 
words,  sentences,  and  paragraphs ;  explanation  and  descrip- 
tion; and  clearness  in  notes  and  letters. 

Questions:  What  is  the  relation  between  clearness  and 
efficiency?     Why  must  clearness  and  accuracy  be  required 


22  LESSON  STUDIES 

of  all  who  have  dealings  with  others?  Who  is  the  greatest 
speaker  that  you  have  ever  heard?  Did  you  understand 
him  easily?  Is  there  possibly  some  connection  between 
greatness  and  simplicity  of  style? 

Exercises:  Submit  a  plan  for  the  work  covered  in  this 
chapter.  When  a  corrected  form  of  this  plan  has  been  put 
on  the  board,  let  a  pupil  leader  conduct  an  oral  recitation 
from  the  topics  of  the  plan.  One  committee  of  pupils  may 
check  the  recitation  from  the  point  of  view  of  clearness,  and 
a  second  may  judge  the  recitation  according  to  the  principles 
contained  in  Chapter  II. 

Result:  Another  step  in  the  mastery  of  the  mother  tongue. 

Class  Exercise  30 

Assignment:  Pages  238-240,  243,  244. 

Purpose:  To  gain  emphasis  through  the  arrangement  of 
words. 

Questions:  When  you  were  in  the  elementary  school, 
were  you  ever  warned  against  repetition?  Why  was  this 
warning  necessary?  What  faults  of  repetition  have  you  out- 
grown? What  are  the  important  positions  in  a  sentence?  Why 
does  a  person  sometimes  throw  on  the  floor  a  letter  which  he 
wishes  to  mail?  How  does  the  principle  involved  apply  to 
the  arrangement  of  words?  Do  any  of  your  friends  ever  use 
too  many  words  to  express  a  thought? 

Exercises:  Prepare  the  sentences  of  exercise  1,  page  243, 
for  oral  recitation.  Group  I  may  submit  in  writing  the  first 
five  sentences  of  exercise  2,  page  244,  and  Group  II  may 
submit  the  second  five.  These  may  be  written  on  the  board 
and  discussed  by  the  class. 

Result:  Familiarity  with  the  arrangement  of  words  to 
give  emphasis. 


LESSON  STUDIES  23 


Class  Exercise  31 


Assignment:  Pages  240-243,  247. 

Purpose:  To  make  words  convincing  by  means  of  their 
arrangement. 

Questions:  What  did  you  learn  are  the  emphatic  parts  of 
a  sentence?  What  is  the  most  emphatic  part?  '  Why? 
What  is  the  natural  order  in  a  sentence?  How  may  the 
sentence  depart  from  this  for  the  sake  of  emphasis?  How 
may  special  kinds  of  sentences  aid  in  giving  emphasis? 

Exercises:  Review  Lesson  Twenty.  Submit  in  writing 
exercise  6,  discussing  orally  the  work  as  it  is  given.  Prepare 
exercise  7.  After  the  sentences  have  been  written  on  the 
board,  the  class  may  decide  which  forms  are  foest,  always 
telling  why  they  are  the  best. 

Result:  Familiarity  with  the  arrangement  of  words  to 
give  emphasis. 

Class  Exercise  32 

Assignment:  Pages  248,  249. 

Purpose:  To  learn  the  convincing  force  of  balanced  and 
periodic  sentences. 

Questions:  What  is  a  balanced  sentence?  When  may 
it  be  used  to  advantage?  What  is  a  periodic  sentence? 
How  may  it  be  made  to  give  emphasis?  What  happens  if 
either  is  used  too  often?  What  happens  if  either  is  used  in 
the  wrong  place? 

Exercises :  Exercise  8,  page  248,  may  be  divided  between 
Groups  I  and  II.  When  each  group  has  put  on  the  board  the 
sentences  assigned,  the  other  group  may  act  as  critics.  They 
should  decide  which  forms  are  best,  and  whether  the  periodic 
or  the  balanced  form  of  sentence  is  better  in  each  case  dis- 
cussed. 


24  LESSON  STUDIES 

Result:  Familiarity  with  the  use  of  the  periodic  and  the 
balanced  sentence. 

Glass  Exercise  33 

Assignment:  Pages  249,  250. 

Purpose:  To  learn  how  to  persuade  some  one  else  to  your 
way  of  thinking. 

Questions:  How  early  in  life  did  you  begin  to  try  to 
have  your  own  way?  What  success  did  you  have?  How 
often  during  the  day  do  you  now  try  to  convince  some  one 
that  you  are  right?  In  what  ways  do  others  try  to  persuade 
you?  What  happens  when  either  of  you  loses  his  temper? 
How  can  this  be  avoided?  Do  you  ever  tell  a  story  or 
explain  or  describe  something  when  you  are  trying  to  be 
persuasive? 

Exercises:  Note  the  way  in  which  the  key  sentence  in  the 
paragraph  at  the  foot  of  page  250  is  backed  up  by  reasons. 
From  exercise  2,  on  page  253,  select  one  topic  and  prepare 
a  paragraph  similar  in  construction  to  the  one  mentioned 
above.  One-half  the  class  might  use  the  same  key  sentence 
in  the  negative  form.  An  interesting  discussion  should  be 
the  result.  The  teacher  will  decide  which  side  presents  the 
better  argument. 

Result:  A  bit  more  knowledge  of  the  rules  of  the  game  in 
which  one  tries  to  convince  another. 

Class  Exercise  34 

Assignment:  Page  252. 

Purpose:  To  apply  the  principles  of  argument  to  human 
conduct. 

Questions:  How  often  do  you  have  to  argue  with  yourself 
in  regard  to  your  conduct?    When  you  do  that,  what  two 


LESSON  STUDIES  25 

persons  seem  to  be  speaking?  Does  either  one  ever  change 
the  other's  mind?  Do  you  ever  have  to  settle  the  same 
question  twice?  Why,  or  why  not?  What  progress  have 
you  made  in  applying  argument  to  the  correction  of  some 
fault  of  your  own-? 

Exercises:  Select  a  topic  from  those  given  in, exercise  1. 
Write  three  reasons  for  answering  in  the  affirmative  the 
question  asked.  Back  up  each  statement  with  reasons,  as 
you  did  in  Recitation  33.  Write  the  chief  argument  that 
might  be  used  against  you  and  develop  it  into  a  paragraph 
showing  that  the  argument  is  not  valid. 

Result:  Application  of  reason  to  human  conduct. 

Note:  Similar  lessons  may  be  planned  for  other  topics 
on  pages  253-256,  leading  to  more  elaborate  but  similar 
plans  in  Lesson  Thirty  Eight. 

Class  Exercise  35 

Assignment:  Pages  297,  298. 

Purpose:  To  test  speech  for  correct  pronunciation. 

Questions:  Why  is  it  more  difficult  to  correct  errors  in 
speech  than  errors  in  writing?  Which,  in  point  of  time,  had 
the  start?  Which  is  more  used?  Which  is  more  subject 
to  home  influence?  How  can  ear  and  eye  help  each  other  in 
correcting  both  oral  and  written  speech?  Which  of  the 
errors  at  the  top  of  page  298  are  yours? 

Exercises:  Make  a  list  of  words  commonly  mispronounced 
by  the  boys  and  girls  that  you  know.  Make  a  list  of  words 
that  you  have  succeeded  in  mastering  so  that  you  now  use 
them  freely.  In  class  practise  with  the  words  in  exercises 
1  and  2,  page  303,  until  you  are  sure  that  you  will  pronounce 
them  correctly  in  the  future.  In  a  similar  manner  practise 
with  lists  submitted  by  other  members  of  the  class.  For 
reference  consult  page  104. 


26  LESSON  STUDIES 

Result:  The  correction  of  some  of  the  common  errors  of 
pronunciation. 

Class  Exercise  36 

Assignment:  Pages  299-301,  304,  305. 

Purpose:  To  test  speech  for  the  correct  use  of  pronouns, 
adjectives,  adverbs,  prepositions,  and  conjunctions. 

Questions:  Which  of  the  errors  in  the  use  of  pronouns 
given  on  page  299  are  common  among  the  members  of  your 
class?  With  which  adjectives,  adverbs,  prepositions,  and 
conjunctions  do  they  have  the  most  trouble?  Which  part 
of  speech  is  the  most  difficult  to  master? 

Exercises:  Let  the  entire  period  be  used  for  a  match 
between  the  two  groups.  Exercises  4,  5,  and  6  furnish 
material  for  competition.  Each  member  of  the  class  should 
have  his  textbook,  and  as  his  turn  comes,  should  read  cor- 
rectly the  sentence  that  falls  to  him.  The  rules  for  a 
spelling  match  may  be  pretty  closely  followed.  A  teacher 
from  some  other  class  may  be  persuaded  to  act  as  referee  and 
to  keep  a  record  of  the  most  troublesome  sentences. 

Result:  A  better  use  of  every  day  English. 

Class  Exercise  37 

Assignment:  Pages  301,  302,  306. 

Purpose:  To  test  speech  for  correct  use  of  verbs. 
Questions:  Which  of  the  errors  indicated  on  pages  301  and 
302  are  you  liable  to  make?  Which  do  you  hear  others 
make?  What  other  common  errors  in  verbs  might  you  add 
to  this  list?  Why  are  verbs  generally  more  troublesome  than 
the  other  parts  of  speech?  What  is  meant  by  inflection? 
In  what  ways  do  verbs  change  form  to  express  a  difference 
in  meaning? 


LESSON  STUDIES  27 

Exercises:  Group  I  may  prepare  sentences  1-15  in  exercise 
7,  page  306,  and  Group  II,  sentences  16-31.  Write  the 
explanation  for  each  correction.  Be  prepared  to  inflect 
each  verb  in  any  way  called  for.  Each  group  should  listen 
with  especial  attention  to  the  recitation  of  the  other  group, 
in  order  to  learn  as  many  correct  forms  as  possible. 

Result:  The  correction  of  some  of  the  common  errors  in 
the  use  of  verbs. 

Class  Exercise  38 

Assignment:  Pages  307-310,  318. 

Purpose:  To  learn  the  exact  meaning  of  a  few  words  com- 
monly confused  or  misused. 

Questions:  What  use  have  you  made  of  what  you  learned 
in  Lesson  Fifteen?  Do  you  still  say  that  you  had  a  "good 
time"  yesterday,  if  you  enjoyed  yourself?  Can  you  describe 
a  dress  or  a  ball  game  so  that  your  hearers  will  have  a  clear 
idea  of  how  the  dress  looked  and  how  the  game  differed 
from  other  games  of  the  same  kind? 

Exercises:  Study  carefully  words  groups  1-13.  Submit 
in  writing  the  correct  forms  of  sentences  1-21,  page  317, 
preparing  to  explain  orally  in  class  why  you  have  chosen 
other  words  in  place  of  those  in  italics.  Let  the  class  prepare 
beforehand  slips  of  cardboard,  on  each  of  which  one  of  these 
words  is  written.  Let  the  slips  be  shaken  in  a  box  and 
drawn  out  one  at  a  time  by  the  pupils,  each  of  whom  will 
define  the  word  drawn. 

Result:  Familiarity  with  the  exact  meaning  of  the  words 
studied. 

Class  Exercise  39 

Assignment:  Pages  311-313,  318,  319. 
Purpose:  To  learn  the  exact  meaning  of  a  few  words  often 
confused  or  misused. 


28  LESSON  STUDIES 

Questions:  What  use  have  you  made  of  what  you  learned 
in  Lesson  Thirty  Two?  Does  "red"  still  mean  to  you  any- 
thing from  pink  to  purple?  Do  you  still  use  general  name 
words?  What  progress  have  you  made  in  the  use  of  special 
words  and  words  indicating  association? 

Exercises:  Study  carefully  the  words  in  groups  14-30. 
Prepare  slips  of  cardboard  and  repeat  the  drill  called  for  in 
Exercise  38.  Write  the  correct  forms  of  sentences  22^10, 
page  318,  preparing  to  explain  orally  the  reason  for  each 
change  that  you  make. 

Result:  Familiarity  with  the  exact  meaning  of  the  words 
studied. 

Class  Exercise  40 

Assignment:  Pages  314-317,  319. 

Purpose:  To  learn  the  exact  meaning  of  a  few  more  words 
that  are  commonly  confused  or  misused. 

Questions:  Are  your  words  any  more  convincing  than 
they  were  before  you  studied  Lesson  Forty  Two?  Are  your 
own  words  any  clearer,  more  interesting,  or  more  convincing 
than  they  were  last  term?  Have  you  learned  anything  of 
the  power  of  short  words  for  making  a  vivid  impression  and 
of  longer  words  for  giving  finer  variations  of  meaning? 

Exercises:  Study  the  words  in  groups  31-60,  page  319. 
Prepare  for  a  definition  match,  and  conduct  it  much  as  you 
would  a  spelling  match,  using  all  the  words  in  groups  1-50. 
Each  person  called  on  should  give  the  exact  meaning  of  the 
word  assigned.  It  would  be  well  riot  to  have  the  words  in 
any  pair  given  in  direct  succession. 

Result:  Fixing  in  the  mind  the  exact  meaning  of  a  store 
of  common  words. 


